PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Influence of University Teachers’ Meanings on Their Interpretations of Student Meanings
Page: 1266
In this poster I explore the relationship between university mathematics professors’ meaning for average rate of change (AROC) and how they interpret student written work. Five professors’ meanings for AROC were characterized using two Mathematical Meanings for Teaching Secondary Mathematics (MMTsm) items. Their meanings were found to be robust, but difficult to connect to the different ways they interpreted student meaning in written work. I hypothesize that this difficulty is, at least in part, due to limitations in extending the MMTsm framework to characterization of post-secondary instructors’ meanings.